Online Discussions

What are online discussions?

Online discussions are a great tool to extend classroom conversations and learning
by getting students to engage with class material online. Online discussions are often
arranged by discussion boards, forums, and threads.
A discussion board is the tool that hosts the space for online discussions.
Discussion boards can hold multiple forums, which can be organized by topic.
Discussion threads are conversations within discussion forums and begin with a
leading question or prompt. Users can respond to the original prompt and can reply to other
responses.
Online discussions can take other forms such as discussions based on a piece of
work, or feedback dialogue on a student’s writing. For example, when creating a wiki
collaboratively, students may discuss the process online, or when posting on a blog,
students can discuss the blog post in the comments section.
Why do online discussions?
• Flexible, not limited by time or space.
• In-class discussions can continue online and vice versa.
• Students can prepare for class activities by engaging in online discussions that are
designed to have students get familiar with new topics. For example, students can
discuss their responses to a pre-class reading.
• Online discussions can simultaneously reach different types of learners. Online
discussions can enable introverted thinkers time to process a response and
extraverted thinkers time to reflect on their thoughts before posting.
• Students can use online discussions to give and receive feedback on their work.
• Postings are saved and conversations can be reviewed for assessment and
reflection purposes.
• Online discussions can be a space where students answer each other’s frequently
asked questions about the course, helping to alleviate the instructor workload by
dealing with questions that otherwise might be emailed to her or him.

How can you create effective online discussions?

In order for online discussions to result in productive learning experiences:

1. Consider the learning outcomes for using online discussions in your course. What do
you want students to be able to do, know, or value as a result of participating in an
online discussion?

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2. Connect online discussions with your overall course learning outcomes and course
activities. Ensure that your online discussion is integrated into your overall course
design. For example, perhaps an online discussion serves as a space for students to
respond to course readings before having to apply concepts from the readings in
class activities. Or perhaps in-class discussions always run over and need to be
completed online for closure. Online discussions can also be used to facilitate
collaborative assignments such as designing a wiki, or reflection exercises that
encourage students to become more aware of their learning or attitude shifts over a
semester.
3. Design effective questions or discussion prompts. Use Bloom’s taxonomy to inform
your question or prompt design. For example, do you want students to apply a
concept? Critique an event? Evaluate a piece of text? Collaborate with peers to
create a final product? Effective questions prompt students to engage in a discussion
in meaningful ways.
4. Create and stagger mini deadlines. Hold students responsible for posting responses
by a certain deadline. A few days later require students to respond to at least two or
three other students. A day or two after that, have students respond to their peer’s
comments, and so on. Doing this guarantees that all students receive some sort of
feedback on or engagement with their contributions. It also helps to facilitate an
ongoing discussion.
5. Communicate assignment expectations. Communicate how many times (or how
often) you expect students to log on and to post; experienced faculty recommend
twice a week. State how their online participation (both attendance and quality of
participation) will affect their course grades. Some faculty assign bonus points for
high-quality contributions; others weigh online participation as 10 percent or less of
the course grade.
6. Use a rubric if you will grade online discussions. Create and share a rubric that
guides students in their online discussion contributions. Include both quantitative and
qualitative elements so students are clear on how much participation is expected and
what a quality contribution looks like. Consider having students review the rubric
before engaging in the discussion and ask them for feedback. If appropriate,
incorporate any suggested changes and use this rubric for evaluation.
7. Break students into groups. Experienced faculty recommend that groups contain four
to twelve students, and no more than twenty students. In large courses, you can list
a set of discussion topics and let students choose which discussion to join.
8. Assign roles. Instructors can also divide the class into three groups with three
different roles—one to pose questions, one to respond to questions, and one to
summarize and comment—and have students rotate groups/roles throughout the
term. Similarly, roles can be given to students within the same discussion group.
Each member can have roles, such as the facilitator, the devil’s advocate, the
synthesizer and the summarizer. These roles can also rotate.

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How can you manage online discussions?
At the beginning:
1. Set the tone. How formal or informal do you expect students’ posts to be? Describe
and give examples of the style you expect them to follow. You may wish to establish
ground rules for acceptable language and behavior and to require all participants to
identify themselves by name. Students who are new to discussion boards may
appreciate seeing examples of thoughtful and courteous posts.
Throughout the discussion:
2. Allow students to do the talking. In order to encourage student interaction, and
discourage directing posts to the instructor, stay in the background as much as
possible. Only interject when necessary.
3. Ask probing questions. Effective questions are the key to both starting and
maintaining discussion. Prompt discussion by asking for clarification or evidence to
support a claim, pose a problem or scenario, or play devil’s advocate. Facilitators
can also direct students and encourage them to respond to other posts that are
either similar with their own posts, or dramatically different.
4. Address any incivilities as soon as they happen. An online learning environment can
be tarnished quickly by unaddressed hostility. Refer to ground rules that may have
established at the beginning. Think ahead about how you will address incivilities and
communicate to students how you would do so (for example, students may be asked
to remove a comment if it is unacceptable). If necessary, address inappropriate
behavior offline in a private setting.
5. Watch out for orphaned comments and silent students. Sometimes students’
comments or questions get little or no response from other students. The authors of
these orphaned comments may become discouraged and drop out of the discussion.
If you see this dynamic, encourage students to respond to the orphaned comments.
When quieter students participate, give them a supportive response.

At the end of the discussion:

6. Ensure closure through synthesis and summary. To avoid letting a threaded
discussion lose its way or simply fade out, periodically pose questions that require
synthesis and summary of the thread. You could also assign this task and other
moderating roles to individual students.

How can you evaluate online discussions?

1. Assess online contributions. Whether or not online participation counts toward
course grades, give students some comments about the quality of their contributions.
Most online discussion software allows you to preserve and archive contributions
and then review these when evaluating the quantity and quality of
participation. Using a grading rubric can help to ensure that evaluation is consistent.
Students can also do self and peer assessments on their own and their classmate’s
contributions.

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 2. Assess your online discussion. Check in with students to see how they experienced
the online discussion. You can do this by asking students to respond anonymously to
a couple of questions such as: What about participating in this online discussion
worked well for you? What are one or two things that if done differently may have
made the online discussions more effective?

What are some examples of online discussions?

• An FAQ board that students can use to ask and answer questions about your
course.
• Discussions around particular topics or current events related to course concepts.
• Discussions around collaborative work such as an ongoing problem-based
learning activity, or a wiki.
• Feedback dialogue on a student writing assignment draft.
• Reading responses to pre-class reading assignments.
• Reflections on course readings and lectures in relation to personal experiences.

What are some considerations for online discussions?

• Online discussions need structure, such as guidelines for participation and

deadlines.
• A productive online learning environment will foster participation and may encourage
risk-taking, resulting in more substantial contributions.
• If not integrated into other course activities, students may find online discussions
irrelevant.
• Effective questions require higher order thinking skills, such as analyzing, comparing,
predicting, and applying concepts.
• Students may need support with technology, as well as effective online
communication.

Reporters:

Roger Balinbin Mary Joy Espende Benjie Punzalan

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Use of Popular Media in the classroom
Social Media includes varied online technology tools that allow people to
communicate easily via the internet to share information and resources. The dramatic
growth of social media creates new opportunities for engaging students. These include
social networking sites such as Facebook, MySpace, LinkedIn, and twitter along with blogs
and wikis. Social media are rapidly changing the way we interact with one another.

The Advantages of Using Popular Media in the Classroom:

• Interaction using social media provides students with a sense of belonging and
creates bonds between students and their peers, and between students and the
instructor.
• Students likely have some prior familiarity with site such as Facebook or MySpace
lowering the “learning-curve” associated with using new technology.
• Wikis and blogs provide avenues to increase collaboration between students. For
additional reading consider: Whither the Wikis? And 5 strategies for Using Wikis in the
Classroom.
• Students involved in projects can blog about their experiences.
• Social media content creators must protect the copyrights of others (see the page on
cautions for more info).
• In the case of a wiki or a blog, clear authorship must be determined and maintained.
• Clear grading criteria must be provided to students to encourage their participation in
the use of social media.
• An extensive list of best practices may be found on the Edu-tastic blog.

Reporter:

Brernadeth Tamunggal

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Popular Media to enhance Teaching and Learning

What is using popular media to enhance teaching and learning?

• Media can be a component of active learning strategies such as group discussions or
case studies. Media could be in a form of a video clip, a song you hear on the radio,
podcast of the lecture or newspaper article.
• The use of media to enhance teaching and learning complements traditional approaches
to learning. Effective instruction builds bridges between student’s knowledge and the
learning objective of the course. Using media engages students, aids student’s student
retention of knowledge, motivates interest in the subject matter, and illustrate their
relevance of many concepts.

How to use popular media to enhance teaching and learning?

1. Instructor-led learning - Using media requires that the instructor step outside of the
traditional lecture method and facilitate learning by encouraging students to learn
through the media.
When to introduce?
• Before learning the concept.
• After a brief introduction but before learning the concept
• After learning the concept
• Before and after
Tips if you are new to this method:
• Start small
• Provide a clear vision of what you want your students to learn
• It takes time to integrate media effectively into a course
• Use the subtitles feature for visual media
• Be prepared
• Evaluate student understanding
Stay legal
2. Student-generated Learning - Involving students in creating media encourages
collaboration, accountability, creativity and mastery of ideas and concepts.
3. Social Media

Reporter:

Jolina Malayang

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Role of Popular Media

What “media” means?

Media
• Derived from the word “medium”.
• Tools used to store and deliver data information.
• the very integral part of our lives therefore they generate popular interest and
debate about any social problems.

Role of Media in Society

• flow of information
• interpreter of information
• watchdog function

Types of Media
• Mass media
• Print media
• Social media

Impact of Media in Society

• The media, known as the fourth pillar of democracy has a huge impact in the
society.
• Some are media effects are changes in:
• knowledge
• attitude
• behaviour

Impact of Media in Society

Positive impacts of media

• People come to know the latest happenings.
• Educate about health, food, employment, agriculture, technology,
modernisation.
• Mirror of society.
• Hub of information.
• Connects people of all over the world.
• Cheap way of communication.
• Entertain people.
• Advertisement has been made very easy.

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Positive impacts of media
• People come to know the latest happenings.
• Educate about health, food, employment, agriculture, technology, and
modernisation.
• Mirror of society.
• Hub of information.
• Connects people of all over the world.
• Cheap way of communication.
• Entertain people.
• Advertisement has been made very easy.

Reporters:

Mary Grace Abuan Arlina Peral-Sequito Daniel Grace Vino

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Blogs
What is Blog?
A blog (a derived of “web “and “log”) is essentially an online diary, where anyone with
a basic knowledge of computers can post anything – random thoughts, photos, poetry, just
to name a few for the rest of the world to see. A blog is a type of website, usually
maintained by an individual with regular entries of commentary, descriptions of events, or
other material such a graphics or video. Entries are commonly displayed in reverse-
chronological order.
Types of blogs
1. Personal: This is the broadest category and includes blogs about personal topics like
politics, music, family, travel, health, you name it.
2. Business: Professionals ranging from realtors to lawyers and stock brokers are using
Word Press to share their expertise, and companies have discovered the power of
blogs to personally engage with their customers.
3. Schools: A great way for teachers and students to collaborate on classroom projects.
4. Private: Some people make their blogs private to share photos and information’s
within families, companies, or schools.
5. Sports: We’ve got teams, athletes, and fans using blogs to express and share their
passion for various sports.
6. How-to, tips and reviews: There are lots of blogs that share tips and reviews about
cooking, games, music, books, movies, and so on.
7. Non-profits: Foundations, charities, and human rights groups find our blogs to be
great tools to raise awareness and money for their causes.
Blogs advantages
 Freedom of speech
 Share knowledge with other people.
 Make friends online.
 Can be used as a diary.
Blogs disadvantages
 Need to keep it constantly updated otherwise you lose potential readers.
 Easy to start, hard to maintain.

Reporters:

Faiza Menzili Diagao & Chelki Lebumfacil

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Software
It is a program that runs on a computer and performs certain function.

Software User

Application
Software

Operating System

Hardware

PowerPoint

• Presentation program developed by a Microsoft.

• The software allows user to create anything from basic slide shows to complex
presentations.

Design like a professional

PowerPoint Designer- automatically generates a variety of ideas that you can choose to
make your slides look better.

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 • Examples of design
• Who is PowerPoint for?
Advantages of PowerPoint presentation
• It includes the flexibility, creativity and ease.
• It offers a variety of premade templates lay the foundation for the overall look of the
presentation.
• Users can edit the information on the finished slides, forgotten slides and rearrange
it.

Disadvantages of PowerPoint presentation

• Lack of necessary skills.
• Risks of technical difficulties
• Time consuming

Reporters:

Mary Joy Macote Rowena Almasan

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Introduction to Digital Video

Digital Video
• Digital vs. Analog
• Analog video uses a continuous electrical signal to capture footage on a
magnetic tape. Examples would include VHS, 8mm.
• Digital videos are made up of 1’s and 0’s, binary format, that represent the video
image which computers can read.

Digital Video Terms

Capture: To record audio, video, or still images as digital data in a file.
Frame: a single picture or still shot, that is one of many sequential images that make up
video.
1. Frame Rate: The number of video frames displayed per second (FPS). Higher frame
rates generally produce smoother movement in the picture.
• NTSC Television: 24 fps (23.976). Worldwide standard for movie theater
projectors and television.
• Many movies are now being shot at higher frame rates, such as 30 fps or
48 fps (HFR).
2. Display Resolution: the number of pixels that can be displayed on a digital screen,
usually quoted as width x height.
• (480p): 720 x480
• NTSC DV (Television) and DVD standard.
• (720p): 1280 x 720
• HD Video capable of high frame rates, but smaller dimensions than
1080p.
• (1080p): 1920 x 1080
• HD Video with high resolution
.
Phases of Video Production

Preproduction

1. The events that take place prior to the actual shooting of the video.
2. Idea Generation (Brainstorming)
3. Producing ideas through spontaneous group discussion.
• Script Writing - The written text for your movie.
• Storyboarding - A sequence of drawings, with directions and sometimes dialog,
that represents planned shots for a movie.
• Casting = Finding appropriate people to play the roles of the video.

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4. Scouting Locations
• Look and feel
• Associated cost
• Lighting
• Permission
• Logistics
• Power
• Distance
• Parking

5. Production
• The actual shooting/recording of the video.
– Framing Shots/Field of View
• Shot Types: Wide, Medium, Tight
• Panning and Zooming
• Panning
• Zooming
– Audio
• Microphone Choice: On Board, Shotgun Mic, Boom Mic
– Lighting
• Natural vs. Artificial

6. Postproduction - All events between production and creating the final version of the
video.
Capturing Video - importing video from the original recording device.
Trimming Clips and Creating Sequences
• Clips: Small segments of a larger video.
• Trim: To hide parts of a file or clip without deleting them from the original
source.
• Sequence: A variety of wide, medium, and tight video shots edited together
to compress time, add interest, and help the viewer movie efficiently through
a story.
• Timeline: Shows the components of the movie such as photos, video, audio
clips and titles in the order and timing that they will appear in movie.

a. Adding Titles and Graphics

• Rolling credits- Include cast and credits for sources.

b. Adding/Editing Sound
• Soundtracks or sound effects: Additional audio added as background or to
enhance specific points in the video.
• Narration: Audio of one or more people that has been recorded to enhance
or assist in telling the story for your video.

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 c. Apply Effects
• Transitions: The visual movements as one picture, video clip, or title changes
to another. Transitions are not applied directly to the clips, but are used to
move from one to another. (Common: Cross Dissolve)
• Video Effects: Enable you to add special effects to your movie. An example
would be adding a Film Age video effect to make your movie clip to look like
that of an old time movie or making the video black and white.

d. Exporting

Common Video File Types

a. .avi (Audio Video Interleave) - Created by Microsoft; Uses less compression

than MOV or MPEG; Supported by almost all computers using Windows
b. .mov (Apple Movie) - Developed by Apple Computer; Cross-Platform; Opens
with Apple QuickTime
c. .mp4 (MPEG-4) - Developed by Moving Pictures Expert Group; Compresses
well; Commonly used for the Internet
d. .flv (Flash Video) - Developed by Adobe Systems; commonly used to deliver
video over the Internet by using Flash Player; Used by YouTube, Hulu,
VEVO, etc…

Reporters:

Jolina Devilleres Roeline Bedos

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Podcast

Podcasting name comes from a combination of the words iPod (a personal digital
audio player made by apple) and broadcasting. Pod casting is the method of distributing
multimedia files, such as audio or video programs, over the Internet using either the RSS or
Atom syndication formats, for playback on mobile devices and personal computers.

Podcasting in the classroom can be very beneficial. Teaching students how to use
them can be very helpful as a teacher. If you record your lessons during class and then a
student who studies better by audio, giving them the option of going back to the lessons for
studying purposes is a great way to help children out. Many children have MP3 players, so it
would be easy for them to download the lesson onto their device to listen to wherever they
are to get some studying in.

Every time a podcast is made, students and teachers, can greatly benefit from the
uses of the casting. Parents can even become involved in the everyday classroom, but
listening to what was going on for the lessons and in return, be able to help their student out
It’s a great creative outlet for students to use. Many of the funding for music and/or art are
being cut for schools and teachers can purchase an inexpensive microphone for cheap and
let students come up with different stories (for reading time) or develop a lesson plan that
involves having the students use podcasting to break the repetitiveness of the every day
norm. Children with learning disorders and hyperactivity can greatly benefit from podcasting.
Students who are absent because of illness still have the option to listen to the lesson
without losing a whole day of lecture. It can help get everyone involved by having the
students download the lesson onto their MP3 player and listen to the lesson by themselves
and then give feedback accordingly.

Types of podcast:

1. Audio Podcast:
• The most common form of podcasting and can be played on a wide variety of
generic MP3 players.
2. Video Podcast:
• This can only be viewed on a computer with the appropriate media player software,
such as iTunes or Windows Media Player, or higher end Digital Media Players. Video
Podcasting is also sometimes referred to as videocasting, or vodcasting.

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Advantages:

• available anytime/anywhere for students

• easy to create, distribute, and download -- no professional equipment is required
• new pod casts are auto-downloaded
• can restrict pod casts to students enrolled in the course
• power of audio over text -- students can listen and learn while walking, riding, waiting
in line, etc
• No need to invest in a new piece of hardware
• Your own Podcast studio and very little investment

Disadvantages:

• Entire file is downloaded to students' computer/device

• need sufficient bandwidth to download the pod casts in a timely fashion
• limited usefulness for hearing impaired people
• no interactivity -- audience cannot participate, etc

Reporter:

Darlene Joy Sinocruz

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Social Media
Social media - Websites and applications that enable users to create and share content or
to participate in social networking.
Advantages
1. Technological Literacy
2. Bringing people together
3. Attracts attention
4. Breadth of knowledge
5. Opportunity to wide business
Disadvantages
1. Distraction
2. Health Problem
3. Relationship Problems
4. Illegal Crime
5. Negative effects on worker productivity

Types of Social Media

1. Social Networks - This site provide services that allow you to connect with people of
similar interest and background.
2. Bookmarking Sites - This site allows saving, organizing and managing links to
websites and any number of online resources.
3. Social News - Allow you to post news links, articles, videos, pictures and other items
to outside articles.
4. Media Sharing - Allows users to upload and shares different types of media such as
pictures and video.
5. Micro Blogging - Allows the user to submit short written entries photos or other media
such as, links, products and service sites as well as links to other social media sites.
6. Blogging Blog Comments And Forum - Blogs are sites of information and discussion.
Blogger, the free web log publishing tool from Google allows user to share text,
photos and video to followers.

Reporter:

Marco Bulosan

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Visual Presentation
Visual Presentation
– It refers to the expression of ideas about some matters while using visual aids
such as visual multimedia.
– Visual presentation such as graphs, tables, charts, and diagrams bring
together the verbal and visual to add another dimension to the information
and create a totally new path towards understanding its meaning.
5 Major Types of Visual Presentation
1. Whiteboards and interactive whiteboard
2. Flip Charts
3. Paper Handouts
4. Video
5. Slides

Six Steps to Create Visual Presentation

1. Understand the audience
2. Identify key message or story
3. Identify key objects
4. Establish relationship
5. Create visuals
6. Design

Reporter:

Mary Leizel Guieb

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Visuals
A visual is something such as a picture, diagram, or piece of film that is used to show
or explain something. Remember you want your visuals to reinforce your message, not
detract from what you are saying.
Visual Media
Is a professional course occurring 3D Animation, Visual Effects, Motion Graphics,
photography, Sound & Video Editing etc. If you have interest in Visual Media then Visual
Media degree definitely boosts your career.

Different Types of Visual Aids

1. Microsoft PowerPoint- is probably now the most commonly used form of visual aid.
Used well, it can really help you in your presentation; used badly, however, it can
have the opposite effect.
2. Overhead projector slides/transparencies- the OHP projects enlarges your slides
onto a screen or wall without requiring the lights to be dimmed.
3. White or black boards- can be very useful to help explain the sequence of ideas or
routines, particularly in the sciences.
4. Handouts- are incredibly useful. Use a handout if your information is too detailed to
fit on a slide or if you want your audience to have a full record of your findings.
5. Flip chart- is a large pad of paper on a stand.
6. Video- gives you a chance to show stimulating visual information. Use video to bring
movement, pictures and sound into your presentation.
7. Props- Usually an object used by the actors performing in a play or film.

The Benefits of Using Visual Aids

1. Helps students understand and remember concepts more easily
2. Reduces Teacher Talking Time
3. Provides a touch point you can refer back to throughout the lesson
4. Makes the class more dynamic and fun

Reporters:

Jehana Lumupog Precious Hadiyah Buisan

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Image presentation
Image makes presentation better, not text, not audio. It is the image that rules this
world.
Factors define good Presentation Image.

1. Image relevancy
A good presentation image is more than just a good photograph or illustration as it
also needs to match your message.

2. Image Uniqueness
A good presentation image is not just be relevant or related to your message, it also
capture the attention of the audience,

Reporter:

Mercedes Kambal

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Challenges of Media Education
Media education will be most effective when parents, teachers, media personnel and
decision-makers all acknowledge they have a role to play in developing greater critical
awareness among listeners, viewers and readers.
Challenge 1: Professional development.
Key among all challenges is the lack of adequate, ongoing professional
development for teachers who are required to integrate new technologies into their
classrooms.
Challenge 2: Resistance to change.
Resistance to technology comes in many forms, but one of the key resistance
challenges identified in the report is "comfort with the status quo." According to the
researchers, teachers and school leaders often see technological experimentation as
outside the scope of their job descriptions.
Challenge 3: MOOCs and other new models for schooling.
New in this year's report, new models for teaching and learning are providing
"unprecedented competition to traditional models of schooling.
Challenge 4: Delivering informal learning.
Related to challenge 3, rigid lecture-and-test models of learning are failing to
challenge students to experiment and engage in informal learning. But, according to the
report, opportunities for such informal learning can be found in non-traditional classroom
models, such as flipped classrooms, which allow for a blending of formal and informal
learning.
Challenge 5: Failures of personalized learning.
According to the report, there's a gap between the vision of delivering personalized,
differentiated instruction and the technologies available to make this possible.
Challenge 6: Failure to use technology to deliver effective formative assessments.
The report noted: "Assessment is an important driver for educational practice and
change, and over the last years we have seen a welcome rise in the use of formative
assessment in educational practice.

Reporters:

Judy Ann Espinas, Diana Dela Vega & Swietzel Bogacia

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Media Literacy
• The ability to ACCESS, ANALYZE, EVALUATE, CREATE, and ACT using all forms of
communication.
Some definitions and clarification
To clarify what we mean when we talk about media literacy, NAMLE offers these definitions:
• Media refers to all electronic or digital means and print or artistic visuals used to transmit
messages.
• Literacy is the ability to encode and decode symbols and to synthesize and analyze
messages.
• Media literacy is the ability to encode and decode the symbols transmitted via media
and the ability to synthesize, analyze and produce mediated messages.
• Media education is the study of media, including ‘hands on’ experiences and media
production.
• Media literacy education is the educational field dedicated to teaching the skills
associated with media literacy.

Advantages of Media Literacy Education

"We are drowning in information but starved for knowledge." -John Naisbitt, Megatrends
1. Meets the needs of students to be wise consumers of media, managers of information
and responsible producers of their ideas using the powerful multimedia tools of a global
media culture.
2. Engages students. . . bringing the world of media into the classroom connects learning
with "real life" and validates their media culture as a rich environment for learning.
3. Gives students and teachers alike a common approach to critical thinking that, when
internalized, becomes second nature for life.
4. Provides an opportunity for integrating all subject areas and creating a common
vocabulary that applies across all disciplines.
5. Helps meet state standards while, at the same time using fresh contemporary media
content which students love.
6. Increases the ability and proficiency of students to communicate (express) and
disseminate their thoughts and ideas in a wide (and growing) range of print and electronic
media forms - and even international venues.
7. Media literacy's "inquiry process" transforms teaching and frees the teacher to learn along
with students -- becoming a "guide on the side" rather than a "sage on the stage."
8. By focusing on process skills rather than content knowledge, students gain the ability to
analyze any message in any media and thus are empowered for living all their lives in a
media-saturated culture.

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9. By using a replicable model for implementation, such as CML's MediaLit Kit™ with its
Five Key Questions, media literacy avoids becoming a "fad" and, instead, becomes
sustainable over time because students are able to build a platform with a consistent
framework that goes with them from school to school, grade to grade, teacher to teacher
and class to class. With repetition and reinforcement over time, students are able to
internalize a checklist of skills for effectively negotiating the global media culture in which
they will live all of their lives.
10. Not only benefits individual students but benefits society by providing tools and methods
that encourage respectful discourse that leads to mutual understanding and builds the
citizenship skills needed to participate in and contribute to the public debate.

Reporter:

Cosniya Pendi

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Inquiry Method

• The process of asking meaningful questions, finding information's, drawing

conclusions, and reflecting on possible solutions.
• Inquiry education sometimes known as the Inquiry method) is a student centered
method of education focused on asking questions.
• Student are encourage to ask questions which are meaningful to them and which do
not necessarily have easy answer; teachers are encourage to avoid giving answers
when this is possible, and in any case to avoid giving direct answer in favor of asking
more questions.
• The method was advocated by Neil Postman and Charles Weingartner win their
book Teaching as a Subversive Activity.
• The inquiry method is motivated by Postman and Weingartner’s recognition that
good learners and sound reasoners center their attention ant activity on the dynamic
process of inquiry itself, not merely on the end product of static knowledge.

Inquiry Model Levels

• Inquiry lessons are never the same, just like no two students are the same.
• Some inquiry focus more on student lead or open ended.
• Each inquiry has a different purpose and that purpose relates to the specific level of
inquiry in use.

Benefits of inquiry model

• Active and engaged learning allows students natural curiosity to emerge and the
students are part of the process of answering even their own questions.
• Cognitive process skills become more developed.
• Students gain more personal connection to the learning as they discover information.

Reporters:

Jorhana Dimalao Jenny Rose Lagrimas

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Critical Thinking Strategies

Strategy #1
• Start with lower level questions as a beginning assessment.
Strategy #2
• Reading for understanding is important.
Strategy #3
• Vary your instructional strategies.
Strategy #4
• Collaboration.
Strategy #5
• Act as a facilitator.

Reporter:

Verlen Mae Segura

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The Constructivist Model
In constructivist model the skills are taught at the point when they are likely to be
useful to kids as part of an authentic literacy task.

Social constructivist theory of learning

• Vygotsky- interacting with others in a variety of experiences.
• Dewey- teaching and learning as a conscious process of reconstruction of
experience.
• Bruner- actively involved in their learnings.

Theories in reading acquisition

• Durkin- speaking of primary or secondary language as an impact on the time of
reading and writing instruction provides in schools.
• Reading is viewed as speech.
• Extensive reading is essential for the development of reading comprehension.

Theories on Early Writing

• Children develop their writing naturally through playing.
• Children also develop their writing through social interaction.
• According to Vygotsky, child’s language learning begins in the pre-speech
communication between parents and infants.

Early writing acquisition

• Familiar situation and real life experiences.
• Playfully making marks.
• Learn written languages before they learn the form.
• Constant invention and reinvention of the forms of written languages.
• Social situations and interactions.
• By observing skilled others and by participating with them.

Reporter:

Mechill Artilado

26
Media Perspective as a Subject of Discipline
Media Perspective
- is a discipline and field of study that deals with the content, history, and effects of
various media; in particular, the mass media. Media studies may draw on
traditions from both the social sciences and the humanities, but mostly from its
core disciplines of mass communication, communication, communication
sciences, and communication studies.

Media
- Are the collective communication outlets or tools used to store and deliver
information or data.

Mass Media
- Is a diversified collection of media technologies that reach a large audience via
mass communication. The technologies through which this communication takes
place include a variety of outlets.\

Media Studies as a Discipline

- According to Carl Eric Rosengren (2000), “As new media for communication
have been created, the old ones have become specialized, but none have been
completely eliminated”. This notion fully applies to media’s evolution within
academies. Media studies, for example, are a spacious field where societal
changes and developments in media technologies merge continually.

Media as academic discipline

- In general, emerged through a combined effort of political scientists,
psychologists and sociologists, who brought forth media and communication into
the mainstream university discourses.

Media studies
- can encompass a wide range of subjects from such foundational fields of studies
as:language, literature, history, geography, economics, political science, law,
ethics, psychology, philosophy, sociology, anthropology, human rights,
globalization, information management, entrepreneurship, public policy, tourism
and sports, etc.

Conclusion:
- Given the nature of the development of technologies and discourses, we can say
in line with Rosengren, “Human communication will remain much the same, but
there will be more of it” (2000, p. 199). There will be more researches on media
processes and effects in the future, undoubtedly with greater focus on the
computerized communication systems. Technological developments will make

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 researches more dependent on computerized data, disseminated online through
digital libraries and networks around the globe. People will be required to devise
new techniques of research; new theories will emerge through these researches
thereby adding to a greater storage of knowledge. The present trend in the
education and practice of media shows that well-trained graduates with
concentration on the convergence show greater adaptability in working across
platforms. Taken from the standpoint of developments in technologies and
alternatives.

Reporters:

Sheena Mae Cubita Angel Domingo Clarisse Joyce Haguisan

Neshrin Guiamadel Saguira Salog

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Scaffolding Approach to Media Education

• Providing information to develop skills or knowledge and breaking the task s into smaller
pieces were popular instructional techniques which students highlighted as important
attributes of scaffolding.

• Developing a unit of study through a set of sequence of steps and it is well suited to
media Education.

Scaffolding involves:

1. Providing students with an overall picture of what will be expected of them

2. Breaking up and sequencing the order in which various concepts, skill, and
application of skills will be taught and assessed.
3. Checking for students’ understanding of what is being taught, and requiring them to
complete parts of the project as they go along.
4. Having the students demonstrate their understanding for the evaluation of teacher.

Reporters:

Alaiha Kampiao Camille Basco

29
ICT Uses in Education

What is ICT?
- Stands for “Information and Communication Technologies”.
- ICT refers to technologies that provide access to information through
telecommunications.
- It is similar to information technology (IT), but focuses primarily in communication
technologies. This includes the internet, wireless networks, cell phones and other
communication mediums.
ICT tools:
- Radio, Television, Video, DVD, Telephone, Satellite System, Computer and Network
Hardware and Software, and Blogs
Scope of ICT:
- Education, Research, Communication, Leisure and Entertainment, Exploring the
World, Finance, Shopping and many more.
Current Level of ICT Access and Use
1. Synchronous Communication
- It can be defined as real-time communication between two people. It includes
face-to-face or phone communication.
Example: Online chat
Mobile technology
Satellite
2. Asynchronous Communication
- It is the relay of information with a time lag.
- The main disadvantage to asynchronous communication is time lost waiting for a
response.
Example: Discussion forums
Blogs
E-groups

Reporters:

Maricris Jamon Shaira Gapang

30
Major Initiatives
Stands for "Information and Communication Technologies." ICT refers to
technologies that provide access to information through telecommunications.

The use of information and communication technologies (ICT) in education can play
a crucial role in providing new and innovative forms of support to teachers, students, and the
learning process more broadly. With globalization, the information revolution, and
increasingly prioritizing education. Determining the best tools to support learning, and to
increase the efficiency of education systems, is critical to that effort.

Many high-profile ICT-related challenges, such as high costs, increased burdens on

teachers, and implementation difficulties, are well known and documented. Many high-
profile ICT-related education initiative have had little measurable impact on student reading
or math ability-despite the best of intentions.

Indeed, more evidence is needed to better understand the impact of ICT use in
teaching and learning and the ways in which a variety of hardware and software tools, as
well as faster, more widespread and reliable Internet access , can accelerate learning
across the developing world, help children develop the foundational skills they need for
success.

Reporter:

Glory Jane Tidalgo

31
Example Training
• The National Grid for Learning (NGFL) is a both structure of educationally valuable
content on the internet, and elsewhere (DFEE, 1998).

• Government’s commitment to schools is to ensure that serving teachers feel confident

and competent to teach using ICT in the curriculum.

• The main aim of the training is to raise the standard for pupil’s achievements by
increasing the expertise of serving teachers in the use of ICT in subject teaching.

Two criteria must be fulfilled by the school before training can be embarked upon:

• It should have an ICT strategy in place, covering, for example, in policy on protecting
pupils from on-line access to undesirable materials;

• It should have an adequate level of hardware available for staff to benefit from the
training.

Reporter:

Steven Lagulay

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Constrains in the Used of IC
Information communication technology (ICT) is a major drive in most world economies.
It has been used in almost all the sectors of the economy. In developed countries like United
States and Canada it has been incorporated in the education sectors as a tool for
administration, management and in curriculum for both teaching and learning processes.

Limitations of ICT

• Computers limit students’ imaginations.

• Over-reliance on ICT limits students critical thinking and analytical skills.
• Students often have only a superficial understanding of the information they
download.
• Computer-based learning has negative physical side-effects such as vision problem.
• Students may be easily distracted from their learning and may visit unwanted sites.
• Students tend to neglect learning resources other than the computer and internet.
• Students tend to focus on superficial presentations and copying from the Internet.
• Students may have less opportunity to use oral skills and hand writing.
• Use of ICT may be difficult for weaker students, because they may have problems
with working independently and may need more support from the teacher.

Reporters:

Charm Angelou Larida Saada Nabe

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